Teachers’ knowledge sharing behaviors and TPACK in the digital age: the roles of gender and social-technical capital

Abstract

The cornerstone of teachers’ professional development in the digital age is the transformation of their role from mere users of digital technology to co-creators of digital knowledge. Exploring the relationship between teachers’ knowledge-sharing behaviors and Technological Pedagogical Content Knowledge (TPACK) holds substantial practical implications. This study surveyed 1300 primary and secondary school teachers to investigate how gender and social-technical capital mediate the relationship. The results reveal a significant positive correlation between teachers’ knowledge sharing and TPACK in the digital age, with social-technical capital serving as a mediator and its effect moderated by gender. Furthermore, this study provides empirical support for key propositions of knowledge management theory and social capital theory, focusing on teachers’ knowledge structures and professional development in the digital age.